Charlotte Chadderton

About

I am Professor of Education and Head of Research in the Institute of Education. I oversee research and doctoral provision at the Institute, and lead on REF.

My research is in the field of social justice in education with a particular focus on race (in)equality and on the way in which different kinds of inequalities are produced and reproduced in educational spaces and by educational processes, policies, practices and discourses.

My work focuses both on areas of formal education, in particular secondary, vocational and higher education, as well as informal learning spaces such as volunteering, and non-formal learning such as public and cultural pedagogies. I am particularly interested in the ways in which subjectivities are formed and shaped through different kinds of formal and non-formal pedagogies.

Theoretically, I draw on Critical Race Theory, Critical Whiteness Studies and poststructural theory, to explore the reproduction of inequality in the education system.

My research has been funded by the Society for Research into Higher Education, the Aldgate and Allhallows Foundation, Hackney Council, the Skills Funding Agency, Tower Hamlets Council and the Greater London Authority. My book, ‘Judith Butler, Race and Education’ was published in 2018 by Palgrave Macmillan.

Current projects

2024-2025 PI, Exploring the experiences of students originally from the EU newer member states in Eastern Europe in UK Higher Education. Society for Research in Higher Education
2023-2025 Fellowship mentor, Emergent value: capturing the unexpected value of arts experiences. Arts and Humanities Research Council

Teaching responsibilities

Doctoral supervision

I have supervised the following completed doctoral theses:

‘Locating and Exploring Muslim Consciousness in the Narratives of British Muslim Women in East London’ 2014 (Nasima Hassan)
‘Competency based assessment using virtual reality (VERT): Is it a realistic possibility?’ 2016 (David Flinton)
‘A critical analysis of the impact of action research on teachers' professional development’ 2016 (Kulvarn Atwal)
‘The emerging identities and ‘classroom craft’ of newly qualified teachers in the post compulsory sector’ 2017 (Warren Kidd)
‘Racial identity in teachers’ practice: an analysis of their development in the context of Colombia’ 2017 (Ximena Bonilla Silva)
‘BME postgraduate students in STEM subjects in the UK’ 2020 (Dominik Jackson-Cole)
‘The connection between Art School pedagogies and popular music.’ 2021 (Simon Strange)
‘Knowing your place: a case study discourse analysis of institutional records relating to the education of children in care 1850-1900s, in Muller’s ‘New Orphan Homes’, Bristol’ 2022 (Kate Brooks)

Current doctoral supervision

‘The use of discipline inclusion rooms in English secondary schools’ 2019-ongoing (Alison McIntosh)
‘Developing a framework of the teaching of social entrepreneurship in Higher Education’ 2020-ongoing (Anne Wylie)
‘Deep Impact: What effect has a reduction in the delivery of art subjects in secondary schools had on the belief that a career in the creative industries is viable post-16?’ (Helen Waldram-Tingling)
‘Racialised “culture wars” in English secondary schools’ 2023-ongoing (Ishtiaq Hussain)
‘What discourses do pre-service teachers use when discussing race?’ 2016-ongoing (Jo Byrd)
‘Exploring the self-regulated learning of international medical graduates new to the NHS.’ 2022-ongoing (Nicola Cooper)
‘Examination of the factors that impact the life trajectory and educational achievement and aspirations of young people in low income neighbourhoods’ 2024-ongoing (Rahimot Gdambosi)
‘Equality and Inclusive Practice in Career Development: Diversifying the Pipeline’ (Ifza Shakoor)
‘The role of gender in FE teaching’ (Kayte Hazelgrove)

Research interests

Race inequality in education
Critical Race Theory and Critical Whiteness Studies
Educational subjectivities
The work of Judith Butler
School to work transitions and careers education
Vocational education
Securitisation and surveillance in education

Membership of professional bodies

Member of the British Education Research Association (BERA)
Member of the Society for Research into Higher Education (SRHE)
Member of the National Institute of Careers Education and Counselling (NICEC)
Member of the editorial board for journals: Whiteness and Education, Race Ethnicity and Education, Journal of Vocational Education and Training and Jahrbuch fuer Paedagogik

Qualifications

Senior Fellow of the Higher Education Association
PhD in Education
European Masters European Masters in Intercultural Education
BA Joint Honours German and Spanish

Recent publications

2024

Chadderton, C. (2024) Comment on 'Addressing (and) inequality'. Subjectivation and desubjectivation in education, and how inequalities can be addressed. In Rose, N. (ed.) Addressing Inequality. Leverkusen, Germany: Barbara Budrich, pp. 21-31

2023

Chadderton, C. and Wischmann, A. (2023) Education policy and refugees in England and Germany: racist nativism and the reproduction of white supremacy. Race, Ethnicity and Education https://doi.org/10.1080/13613324.2023.2255830
Chadderton, C. (2023) Covid, schooling and race in England: a case of necropolitics. Race, Ethnicity and Education, 26 (1), pp. 112-128. https://doi.org/10.1080/13613324.2022.2069736
Jackson-Cole, D. and Chadderton, C. (2023) White supremacy in postgraduate education at elite universities in England: the role of the gatekeepers. Whiteness and Education, 8 (1), pp. 101-119. 10.1080/23793406.2021.2013131

2021

Macer, M. and Chadderton, C. (2021) Reproduction of the gender regime: The military and education as state apparatuses constraining the military wife student'. Gender and Education, 33 (3), pp. 337-354

2020

Chadderton, C. (2020) School-to-work transitions support: ‘cruel optimism’ for young people in ‘the state of insecurity’. Power and Education, 12 (2) 173–188
Chadderton, C. (2020) A longitudinal study of young women’s transitions in Tower Hamlets in an age of austerity. Report for the Aldgate and Allhallows Foundation, London

2019

Chadderton, C. (2019) Race, ethnicity and education in England. In Ward, S. and Simon, C. A student’s guide to Education Studies
Chadderton, C. (2019) Career education and guidance and race (in)equality in England. In Hooley, T., Sultana, R. Thomsen, R. (eds.) Career Guidance for Emancipation: Reclaiming Justice for the Multitude. Routledge, pp. 81-97

2018

Chadderton, C. (2018) Judith Butler, race and education. Palgrave Macmillan
Chadderton, C. (2018) Higher Education and counter-terrorism in the state of exception: The case of England. In Salomon, D., Springer, J. and Wischmann, A. (eds.) Jahrbuch fur Paedagogik 2017: Paedagogik in Zeiten von Krieg und Terror, pp. 161-176. Berlin: Peter Lang
Chadderton, C. (2018) Towards a research framework for race in education: critical race theory and Judith Butler. In Youdell, D. (ed.) Judith Butler and education. Routledge
Chadderton, C. (2018) School surveillance: primary and secondary schools. In Arrigo, B. A. The SAGE Encyclopedia of Surveillance, Security, and Privacy. Sage

Previous publications

2017

Kitagawa, K., Preston, J. and Chadderton, C. (2017) Preparing for disaster: a comparative analysis of education for critical infrastructure collapse, Journal of Risk Research, 20 (11), pp. 1450-1465

2016

Chadderton, C. (2016) Volunteering, social cohesion and race: the German Technical Relief Service, Voluntary Sector Review, 7 (3), pp. 233-249
Chadderton, C., Mansaray, A. and Weekes-Bernard, D. (2016) Report on the partnership model for improving outcomes for young black men from the London Borough of Hackney. Report for the London Borough of Hackney

2015

Preston, J., Chadderton, C. Kitagawa, K. and Edmonds, C. (2015) Community response in disasters: an ecological learning framework, International Journal of Lifelong Education 34 (6), pp. 727-753
Chadderton, C. (2015) Civil defence pedagogies and narratives of democracy: disaster education in Germany, International Journal of Lifelong Education 34:5, pp. 589-606
Chadderton, C. (2015) The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition government. London Review of Education 13:2, pp. 84-97
Chadderton, C. and Edmonds, C. (2015) Refugees and access to vocational education and training across Europe: a case of protection of white privilege? Journal of Vocational Education and Training 67:2, pp. 136-152
Chadderton, C. (2015) UK Secondary Schools under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis. In Kupfer, A. (Ed.) Power and Education. Contexts of oppression and opportunity. Palgrave Macmillan

2014

Chadderton, C. & Wischmann, A. (2014) Racialised norms in apprenticeship systems in England and Germany, Journal of Vocational Education & Training 66:3, pp. 330-347
Preston, P., Chadderton, C. & Kitagawa, K. (2014) The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice. Globalisation, Societies and Education 12:4, pp. 437-456
Chadderton, C. (2014) The militarisation of education: Troops to Teachers and the implications for Initial Teacher Education and race equality. Race, Ethnicity and Education 17:3, pp.407-428 (Special issue on Initial Teacher Education: developments, dilemmas and challenges)
Colley, H., Chadderton, C. & Nixon, L. (2014) Collaboration and contestation in further and higher education partnerships in England: a Bourdieusian field analysis. Critical Studies in Education 55:2, pp. 104-121
Chadderton, C. (2014) Book review of Surveillance Schools. Security, discipline and control in contemporary education by E. Taylor, Surveillance and Society, 12:1 pp. 182-4
Chadderton, C. and Edmonds, C. (2014) Enhancing School-based Careers Work for Years 7-9. Report for the Greater London Authority

2013

Chadderton, C. (2013) Towards a research framework for race in education: Critical Race Theory and Judith Butler. International Journal of Qualitative Studies in Education 26:1, pp.39-55
Preston, J. & Chadderton, C. (2013) Rediscovering race traitor: towards a Critical Race Theory informed public pedagogy. In Chakrabarty, N., Roberts, L. and Preston, J. (eds.), Critical Race Theory in England, Routledge
Chadderton, C. (2013) Secondary schools under surveillance: young people ‘as’ risk in the UK. An exploration of the neoliberal shift from compassion to repression. In Cudworth, E.; Senker, P. and Walker, K. (eds.) Technology, Society and Inequality: New Horizons and Contested Futures, Peter Lang, 139-154
Chadderton, C. (2013) Book review of Lifelong learning in Europe: equity and efficiency in the balance by S. Riddell, J. Markowitsch, and E. Weedon, Journal of Vocational Education & Training, 65:3

2012

Chadderton, C. (2012) Problematising the role of the white researcher in social justice research. Ethnography and Education 7:3, pp. 363-380
Chadderton, C. & Colley, H. (2012) School-to-work transition services: marginalising ‘disposable’ youth in a state of exception? Discourse. Studies in the cultural politics of education 33:3, pp. 329-343
Chadderton, C. (2012) UK secondary schools under surveillance: the implications for race. A Critical Race and Butlerian analysis. Journal of Critical Education Policy Studies 10:1
Preston, J. & Chadderton, C. (2012) Rediscovering race traitor: towards a Critical Race Theory informed public pedagogy. Race, Ethnicity and Education 15:1, pp. 85-100
Chadderton, C. (2012) Book review of Racism and Education in the UK and the US: towards a socialist alternative by M. Cole Power and Education, 4:3

2011

Chadderton, C. (2011) Not capturing voices? A poststructural critique of the privileging of voice in research. In Czerniawski, G. & Kidd, W. (eds.) The student voice handbook: Bridging the academic/ practitioner divide. Bingley: Emerald, 73-85
Ravenscroft, A., Kolokitha, M., Preston, J., Brimicombe, A., Chadderton, C., Edmonds, C., McAlister, S., Li, Y., Ferrario, M. A., Longstaff, M., Bond, K. (2011) Westfield Opening Observation Exercise. Report for the Olympic Delivery Authority
Mostafa, T., Edmonds, C., Preston, J., Green, A., Jenkins, A., Chadderton, C. (2011) The Meso-social benefits of VET for social groups and communities. Report for the European Commission (CEDEFOP)

2010

Chadderton, C. & Torrance, H. (2010) Case Study. In Somekh, B. & Lewin, C. Theory and Methods in social research. London, Thousand Oaks, New Delhi: Sage Publications
Colley, H., Chadderton, C. & Lewin, C. (2010) Changing career guidance practice in Connexions: a question of ethics? Career Guidance Today 18: 3, 33-37
Colley, H., Lewin, C., Chadderton, C. (2010) The impact of 14-19 reforms on career guidance in England. Economic and Social Research Council

2009

Chadderton, C. (2009) Book Review of Recasting Race: women of mixed heritage in further education by I. Dewan British Education Research Journal, 35: 6, 929-937
MMU Team (2009) Barclay’s Spaces for Sports Report. Report for Barclay’s

2008

Colley, H. & Chadderton, C. (2008) Supporting sustainable progression post-16. Report for the Learning and Skills Council
Colley, H. & Chadderton, C. (2008) Evaluation of the Greater Merseyside and West Lancashire Lifelong Learning Network. Report for the GM & WL LLN